Beginning Teacher Individual Growth Plan Package

North Carolina Department of Health and Human ServicesBeginning Teacher Individual Growth Plan PackageName: ________________________________ School: _________________________Assignment: ______________________ School Year: _______ ILT Year: __________Mentor: _______________________________ Assignment: _____________________Directions:1. Fill in the identifying data on the beginning and mentor teachers. Specify the school year and circlethe correct number to indicate if the beginning teacher is in the first, second, third, year, etc.2. Be sure that the beginning teacher is familiar with the INTASC Standards.3. Using the INTASC Standards Worksheet, the mentor and the beginning teachers should identify theStandard(s) and Key Indicator(s) on which they will focus their efforts for the school year.4. Transfer the identified areas for strengthening to the Beginning Teacher Individual Growth Plan.5. Identify the Activities/Strategies that the Beginning Teacher will use to focus on the targeted KeyIndicators during the school year.6. Identify the Resources (people, materials, workshops, time, etc.) needed to accomplish theActivities/Strategies.7. Identify a Target Date for each Activity/Strategy.8. Record the Completion Date for each Activity/Strategy.9. Identify the Evidence of Completion for each Activity/Strategy.10. At the end of each observation cycle, the Beginning Teacher, Mentor Teacher, and Supervisor shouldassess the progress of the Beginning Teacher in realizing the targeted Key Indicators. Each shouldsign and date.11. Throughout the year, evaluation of the Beginning Teacher’s progress toward the targeted KeyIndicators should occur at post-observation conferences. The Beginning Teacher, Mentor Teacher,and Supervisor should summarize that progress on the Assessment Conferences form.Contents: Package Cover Sheet INTASC Standards (2 pages) INTASC Standards Worksheet Beginning Teacher Individual Growth Plan Assessment Conferences FormBTIGP Page 1 of 6

INTASC StandardsStandard 1: Content Pedagogy The Initially Licensed Teacher …1.1 demonstrates an understanding of the central concepts of his or her discipline.1.2 uses explanations and representations that link curriculum to prior learning.1.3 evaluates resources and curriculum materials for appropriateness to the curriculum and instructionaldelivery.1.4 engages students in interpreting ideas from a variety of perspectives.1.5 uses interdisciplinary approaches to teaching and learning.1.6 uses methods of inquiry that are central to the discipline.Standard 2: Student Development The Initially Licensed Teacher …2.1 evaluates student performance to design instruction appropriate for social, cognitive, and emotionaldevelopment.2.2 creates relevance for students by linking with their prior experiences.2.3 provides opportunities for students to assume responsibility for and be actively engaged in theirlearning.2.4 encourages student reflection on prior knowledge and its connection to new information.2.5 accesses student thinking as a basis for instructional activities through group/individual interactionand written work (listening, encouraging discussion, eliciting samples of student thinking orally and inwriting).Standard 3: Diverse Learners The Initially Licensed Teacher …3.1 designs instruction appropriate to students’ stages of development, learning styles, strengths andneeds.3.2 selects approaches that provide opportunities for different performance modes.3.3 accesses appropriate services or resources to meet exceptional learning needs when needed.3.4 adjusts instruction to accommodate the learning differences or needs of students (time andcircumstance of work, tasks assigned,communication and response modes).3.5 uses knowledge of different cultural contexts within the community (socio-economic, ethnic, cultural)and connects with the learner through types of interaction and assignments.3.6 creates a learning community that respects individual differences.Standard 4: Multiple Instructional Strategies The Initially Licensed Teacher …4.1 selects and uses multiple teaching and learning strategies (a variety of presentations/explanations)to encourage students in critical thinking and problem solving.4.2 encourages students to assume responsibility for identifying and using learning resources.4.3 assures different roles in the instructional process (instructor, facilitator, coach, audience) toaccommodate content, purpose, and learner needs.Standard 5: Motivation and Management The Initially Licensed Teacher …5.1 encourages clear procedures and expectations that ensure students assume responsibility forthemselves and others, work collaboratively and independently, and engages in purposeful learningactivities.5.2 engages students by relating lessons to students’ personal interests, allowing students to havechoices in their learning, and leading students to ask questions and solve problems that aremeaningful to them.5.3 organizes, allocates, and manages time, space and activities in a way that is conducive to learning.5.4 organizes, prepares students for, and monitors independent and group work that allows for fulland varied participation of all individuals.5.5 analyzes classroom environment and interactions and makes adjustments to enhance socialrelationships, student motivation/engagement and productive work.BTIGP Page 2 of 6

INTASC Standards (continued)Standard 6: Communication and Technology The Initially Licensed Teacher …6.1 models effective communication strategies in conveying ideas and information and when askingquestions (e.g., monitoring the effects of messages, restating ideas and drawing connection,using visual, aural, and kinesthetic cues, being sensitive to nonverbal cues both given andreceived).6.2 provides support for learner expression in speaking, writing, and other media.6.3 demonstrates that communication is sensitive to gender and cultural differences (e.g.,appropriate use of eye contact, interpretation of body language and verbal statements,acknowledgment of and responsiveness to different modes of communication and participation.6.4 uses a variety of media communication tools to enrich learning opportunities.Standard 7: Planning The Initially Licensed Teacher …7.1 plans lessons and activities to address variation in learning styles and performance modes,multiple development levels of diverse learners, and problem solving and exploration.7.2 develops plans that are appropriate for curriculum goals and are based on effective instruction.7.3 adjusts plans to respond to unanticipated sources of input and/or student needs.7.4 develops short and long-range plans.Standard 8: Assessment The Initially Licensed Teacher …8.1 selects, constructs, and uses assessment strategies appropriate to the learning outcomes.8.2 uses a variety of informal and formal strategies to inform choices about student progress and toadjust instruction (e.g., standardized test data, peer and student self-assessment, informalassessments such as observation, surveys, interviews, student work, performance tasks,portfolio, and teacher made tests).8.3 uses assessment strategies to involve learners in self-assessment activities to help them becomeaware of their strengths and needs, and to encourage them to set personal goals for learning.8.4 evaluates the effects of class activities on individuals and on groups through observation ofclassroom interaction, questioning and analysis of student work.8.5 maintains useful records of student work and performance and can communicate studentprogress knowledgeably and responsibly.8.6 solicits information about students’ experiences, learning behavior, needs, and progress fromparents, other colleagues, and students.Standard 9: Reflective Practice; Professional Growth The Initially Licensed Teacher …9.1 uses classroom observation, information about students and research as sources for evaluatingthe outcomes of teaching and learning and as a basis for experimenting with, reflecting on andrevising practice.9.2 uses literature, colleagues and other resources to support self-development as a learner and asa teacher.9.3 consults with colleagues within the school and other professional arenas as support for reflection,problem-solving and new ideas, actively sharing experiences and seeking and giving feedback.Standard 10: School and Community Involvement The Initially Licensed Teacher …10.1 participates in collegial activities designed to make the entire school a productive learningenvironment.10.2 links with counselors, teachers of other classes and activities within the school, professionals incommunity agencies, and others in the community to support students’ learning and well-being.10.3 seeks to establish cooperative partnerships with parents/guardians to support student learning.10.4 advocates for studentsBTIGP Page 3 of 6

ILT Name: __________________________ Year: ____________Interstate New Teacher Assessment and Support Consortium(INTASC) Standards Worksheet1: Content Pedagogy 2: StudentDevelopment3: Diverse Learners 4:Multiple InstructionalStrategies+ + + + +5: Motivation andManagement6: Communication andTechnology7: Planning 8: Assessment 9: Reflective Practice;Professional Growth+ + + + +10: School andCommunityBeginning Teacher Signature _____________________________________ Year _________ Date ______________________Mentor Teacher Signature ______________________________________________________ Date ______________________Supervisor Signature __________________________________________________________ Date ______________________BTIGP Page 4 of 6

Beginning Teacher Individual Growth PlanComplete this chart at the beginning of the year using the key indicators that were identified as areas for change on theINTASC Standards Worksheet. Signatures should indicate that the Plan is complete (end of the year)Standard andKey Indicator(s)to AddressActivities and/or Strategies Resources TargetDateFinishDateEvidenceofCompletionBeginning Teacher Signature _____________________________________ Year _________ Date ______________________Mentor Teacher Signature ______________________________________________________ Date ______________________Supervisor Signature __________________________________________________________ Date ______________________BTIGP Page 5 of 6

ILT Name: ___________________________________ Year:___________Assessment ConferencesUse this form to record comments from the beginning teacher, mentor, and supervisor from each post-observationconference. These coincide with the observations done by the supervisor, not the peer observation.Date Beginning Teacher Commentsand SignatureMentor Teacher Commentsand SignatureSupervisor Comments andSignatureSignature ______________________ Signature ______________________ Signature ______________________Signature ______________________ Signature ______________________ Signature ______________________Signature ______________________ Signature ______________________ Signature ______________________BTIGP Page 6 of 6